Tools to Support Issue-Oriented Science PDI: Engage, Motivate, Educate: Issue- Oriented Science NSTA 2009 Science Education for Understanding Program Lawrence Hall of Science University of California, Berkeley 2009 The Regents of the University of California
Tools to Support Issue-Oriented Science Instructional Support Name 1. SEPUP!s Instructional Model Literacy Support Name 2. Discussion Web 3. Intra-act Discussion 4. Evidence and Trade-offs Writing Frame 5. Writing Review 6. Anticipation Guide 7. Three-level reading guide Function Provides guidance in structuring an issue-oriented learning sequence that engages students in building scientific knowledge that they use to reach a decision or solve a problem. Function Structures students! ideas in an either/or situation and can be used to prepare for a debate. Tool that engages students in listening to the ideas of others. Guides students in writing a response that takes a position, supports the position with evidence, and discusses the trade-offs of the decision. Used in the peer review process. Provides a way for students to provide constructive feedback on a piece of writing. Monitors changes in students! ideas before and after an activity. Guides students to process information from a reading on three levels, literal, interpretive, and applied. This helps them identify both the explicit and implicit meaning. Group Interaction Support Name Function 8. Developing Communication Skills Sentence starters to model constructive group communication. 9. Group Interaction Scoring Guide Provides criteria that can be used to evaluate students! ability to participate effectively in group activities. 10. Evaluating Group Interaction Provides a structured way to provide constructive feedback about group work.
SEPUP!s Instructional Model for Issue-Oriented Science To motivate students, a personal or societal issue provides a framework for each SEPUP unit, and students questions are addressed in the subsequent series of activities. The issue provides a context for the activities to follow. Each activity begins with a challenge, a specific question or goal. To tackle the challenge, students collect evidence in guided or open-ended investigations. Students read background information, conduct investigations, run experiments, collect data, and analyze their evidence, all of which builds scientific knowledge to help them address the central issue. At the end of a unit, students use their evidence and new knowledge in a culminating activity or activities that require them to reach a decision or to solve the original problem. Through these activities, they learn how science affects people s lives.
Name Date Discussion Web Literacy Student Sheet 6 TR-103
Name Date Intra-act Discussion Names Me Agree/Disagree Agree/Disagree Agree/Disagree Agree/Disagree + or + or + or Agree/Disagree Agree/Disagree Agree/Disagree Agree/Disagree + or + or + or Agree/Disagree Agree/Disagree Agree/Disagree Agree/Disagree + or + or + or Agree/Disagree Agree/Disagree Agree/Disagree Agree/Disagree + or + or + or + : Predictions were correct. : Predictions were incorrect. Number of correct predictions: /12 Literacy Student Sheet 7 TR-105
Name Date Writing Frame There is a lot of discussion about the issue of My decision is that My decision is based on the following evidence: First, Second, Third, People who disagree with my decision might say that Literacy Student Sheet 4 TR-99
Name Date Writing Review Use these questions to review someone else s writing. Answer the following questions after you have read or heard this person s answer twice. Name of person whose writing you reviewed 1. State the topic of the writing. 2. a. Are the facts clear and accurate? b. If you answered no, which facts need to be more clear or need correction? c. If you answered yes, which facts are presented clearly and accurately? 3. a. Do the facts support the writer s position? b. If you answered no, which facts do not support the writer s position? c. If you answered yes, which facts support the writer s position? 4. List any statements or ideas that the writer did not support with facts. 5. Do you agree with the writer s conclusion? Explain why or why not. Literacy Student Sheet 5 TR-101
Anticipation Guide Template Before starting the activity, mark whether you agree (+) or disagree ( ) with each statement below. After completing the activity, mark whether you agree (+) or disagree ( ) with each statement below. Under each statement, explain how the activity gave evidence to support or change your ideas. Before After 1. 2. 3. 4. 5. Literacy Student Sheet 2 TR-95
Three-level Reading Guide Template 1. Check the statements below that you think reflect the reading. Sometimes, the exact words found in the reading are used. At other times, other words may be used to communicate the same meaning. a. b. c. d. 2. Check the statements below that you think represent the intended meaning of the reading. a. b. c. d. 3. Check the statements below that you agree with, and be ready to support your choices with ideas from the reading and from your own knowledge and ideas. a. b. c. Literacy Student Sheet 3 TR-97
Developing Communication Skills Communicating Sentence Starters To better understand One point that was not clear to me was Are you saying that Can you please clarify? To share an idea Another idea is to What if we tried I have an idea, we could try To disagree I see your point, but what about Another way of looking at it is I'm still not convinced that To challenge How did you reach your conclusion? What makes you think that? How does it explain To look for feedback What would you do to improve this? Does this make sense? How could my idea be improved? To provide positive feedback To provide constructive feedback One strength is Your idea is good because The argument would be stronger if Another way to do it would be What if you said it like this Group Interaction Student Sheet 2 TR-37
Teacher Resource III: Assessment T R A N S P A R E N C Y Scoring Guide: Group Interaction (GI) What to Look For Group members work together as a team and the ideas of all members were valued and weighed in working toward the common goal. Level 4 Above and beyond Level 3 Complete and correct Level 2 Almost there Level 1 On your way Group members accomplish Level 3 and go beyond in some significant way such as: actively asking questions about each others ideas. actively helping each other accomplish the task. building on each other s ideas. All group members participated and respectfully consider each others ideas. Unequal group participation OR group respectfully considered some, but not all, ideas. Significantly unequal group participation OR group totally disregarded some members comments and ideas. Level 0 Members did not work together OR single individual does entire task. X Student had no opportunity to respond. TR-140
Activity Group Members Date Your Name Evaluating Group Interaction PROCEDURE Use the table below to rate your group s performance. Use the GROUP INTERACTION (GI) scoring guide to help you decide on your scores. Give evidence for your scores by answering Questions 1 and 2. Group Interactions Score Group stays on task and manages time efficiently. Group shares opportunities. 1. Give some examples of how you managed the task and time efficiently. 2. Give some examples of how your group shared opportunities to contribute to the activity. Your examples may include times when you or your group members respected and treated others with courtesy; helped each other do the work; shared the work (not having one person do all of the work alone); or stayed open-minded and willing to compromise. Group Interaction Student Sheet 1 TR-35